Lesson Template

Name: Felicia Jimenez

Grade: Six grade
Subject: Earth Science
Topic: Tectonic plates
App Information
Identify the app which you intend to use for this lesson by providing a brief summary about the
apps functions:
Dynamic Plates is an interactive app that imitates the movement of the Continental plates. The
app explores Divergent, Transform, and Continental plates. This includes the different types of
Oceanic plates. The plates can be manually dragged to cause earthquakes, tsunamis, volcanos,
orogeny, rifts, and sliding faults. The plates can also be viewed as animation video. Lastly, the
app has information regarding the plates that can be read and quizzed.
Provide a link to the apps website:
http://www.dynamicplates.com/
Provide a brief summary of how you plan to utilize the app in a standards based lesson:
I plan to utilize the app into my lesson by using it as a visual aide. I will discuss the plate
boundaries while showing my students what the movements look like. I also plan to allow my
students to play with the disaster section and have them manually move the plate boundaries to
obtain a better understanding of the plate boundaries.
Technology Integration Planning (TIP) Model
Step 1: Determine the relative advantage
Identify a problem/issue that you hope to resolve in the lesson you plan to teach (cite resources
if applicable):
Tectonic plates is an abstract concept that is taught within science. The idea of plate tectonics
can be hard to apply to reality. As a result, it may be hard for students to understand the
purpose of the lesson. Also, they can become frustrated during the learning process (Chapman
nd).
Discuss how the mobile app youve identified can address the problem/issue above (cite
resources if applicable):
Dynamic Plates takes the subject from abstract to concrete via virtual stimulations that are both
visual and kinesthetic for the learners. The app can support students in deeper understanding of
the concept (Huebner 2008). This will help students to better understand the lesson and avoid
frustration.
Step 2: Access the required resources and skills

Explain the types of equipment, software, media, materials youll need to complete the lesson:
The materials needed for this lesson include iPad, computer, projector, and HDMI cable. My
plan is to project the app from an iPad onto computer screen to enlarge the image. The
computer would then be projected onto the wall or roll down screen. The cable is to be
connected into the iPad and computer. I'll also need individual iPads for my students.
Aside from those, I will need half sheets of paper and pencils.
Discuss how comfortable you are with using the app, and any other types of equipment
needed, and how you plan to become more fluent with these resources before you teach the
lesson:
Prior to teaching this lesson, I'll need more practice to become more fluent in the app. The app
has explanations of the plates in addition to the animations. I only intend to use the visuals. I
want to use my own definitions of the plates. I'll need to become more fluent to be quicker at
locating the animations along with specific plates that I want at the moment. In order to
accomplish this, I will spend more time navigating on the app at home to make the lesson go
more smoothly.
I have never used an iPad on the computer before. I have also never projected images onto the
wall before. Again, prior to teaching this lesson, I'll learn how to do this via internet resources
such as Google or YouTube. I would do this outside of school hours to ensure that I have
enough time to figure out the equipment. On the day of the lesson and before school begins, I
would have everything ready to go so all I would have to do is plug in the cable into the iPad
and turn on the projection in order to diminish any waste of time as a result of me.
Step 3: Decide on the lessons objectives and assessments
Write clear and concise learning objectives/outcomes (aligned to CCSS, NGSS, or State
Standards) that you expect from using the new methods:
Students will be able to correctly identity each tectonic plate boundary: convergent, divergent,
and transform and give an example of a disaster that is associated with each boundary.
Write clear and concise learning objectives/outcomes (aligned to the ISTE student standards)
that you expect from using the new methods:
Students will manipulate digital simulations of the three tectonic plates to create natural
disasters.
Discuss how you will assess the objectives/outcomes above:
I will know that students have met the learning goals through various informative assessment
such as mimicking the plate boundary movements with their hands, verbally stating and
describing the movements. I will walk around to determine if my ISTE standard has been met
by looking at my students iPads. Lastly, I will collect and use a writing assignment as
evidence that is described below to analyze if my student have met the learning objective.
Step 4: Designing instructional strategies
Provide a step-by-step lesson outline that identifies the approach youll take to teach this
lesson:
1. ANTICIPATORY SET

In order to prepare my students for this lesson, I will use current events to build background
knowledge. An example of this would be the recent 8.3 Earthquake in Chile that caused a
tsunami on the coast of the United States. Both disasters are the result of the movement of the
plates. I will ask them what they have heard about the Earthquake. I will then guide and
transition the students into a discussion about tectonic plates.
2. INSTRUCTION
During this section, I will use a Dynamic Plates in correlation with describing each plate
boundary. I will first define the term such as "converging" then use the animation of the plate
moving into each other. I will also show students the manual effects that the app has. I will
ensure that my students understand each movement by using various methods for checking for
understanding such as telling a partner what transform means. I will call on some groups to
tell the class what it means. I also plan to use hand movements as another way to check.
Students will show me the movements by using their hands.
3. GUIDED PRACTICE
The guided practice will take place after I explain each boundary during the instruction section
of the lesson. Another important part of this practice is knowing that my students fully
understand the movements. First, students will follow along on their own iPad as I guide them
through the app to reach the manual animations. I walk around to check if each student is on
the correct area. Next, I will have students create different disasters that the app has to offer.
For instance, I will have the students create an Earthquake. I plan to walk around to make sure
that students are on task and that they understand.
4. ASSESSMENT
I will conduct formative assessments throughout the lesson. However, I will assess students
with writing at the end of the lesson. They will write a paragraph that explains to me what
happened with the tectonic plates that caused the Earthquake in Chile.
Discuss how you will prepare students to use the type of technology (app) discussed in this
lesson:
I will prepare my students to use the iPads by insisting that they follow directions that I give. I
will not move on unless the students are listening to me. This will help me know that they will
have an easier time following me as I lead them through the app.
Step 5: Preparing the instructional environment
Discuss how you plan to arrange the resources/technology in your classroom for this particular
lesson:
I plan to keep my iPad near the computer so I can have all my equipment in one spot including
the necessary cable. I'm familiar with classroom iPads being in a portable cabinet that is like a
safe. If this is the case with my classroom, they will stay in those until the lesson begins. When
I give instructions, students still get their own iPad.
Explain what steps you need to take to make sure that the technology works:
I would come to school earlier than planned on the day of the lesson to perform a run through

of the computer and iPad hookup. I would also want to arrive early to ensure that each
individual iPad works as it should. As mentioned, I would have everything set up and ready so
I can be as efficient as possible on the day of the lesson.
References
Chapman, Sandy, (n.d). Colorado State University.
Huebner, Tracy (2008). Association for Supervision and Curriculum Development.